Current TOEFL Speaking: Complete Guide

Introduction to TOEFL Speaking

The new TOEFL Speaking section measures both foundational language skills (pronunciation, fluency, intonation) and communicative ability in English. The updated section (starting January 21, 2026) includes two task types that assess your ability to process spoken language and engage in conversation.

Duration: Approximately 8 minutes
Number of Tasks: 2 speaking task types
Number of Items: ~11 total speaking responses

Listen and Repeat: ~7 sentences
Take an Interview: 4 questions

Scoring: Band scores from 1-6 (in 0.5 increments)

Key Changes to TOEFL Speaking

The Speaking section now uses realistic scenarios you might encounter in academic settings or campus life. You’ll speak to a computer (responses are recorded and scored by human raters), not to a live person. Each task provides a clear communicative context and purpose.

The Speaking section evaluates your ability to:

• Process spoken sentences and reproduce them accurately
• Speak clearly and intelligibly
• Use appropriate rhythm and intonation to convey meaning
• Maintain good conversational pace
• Answer questions with appropriate elaboration
• Express and support opinions on general and academic topics
• Use a range of vocabulary and grammatical structures accurately
• Organize spoken responses coherently

"Is the New TOEFL Speaking Harder Than old TOEFL?"

If you’re comparing the two formats, the 2026 TOEFL Speaking section measures a different set of speaking behaviors than the old version. The earlier format emphasized academic communication through four structured tasks: one independent opinion and three integrated tasks that required you to read, listen, take notes, and synthesize information into organized spoken responses. Performance depended on your ability to paraphrase, structure ideas logically, and manage academic content under time pressure. Pronunciation and fluency mattered, but strong organization and content coverage could compensate for weaknesses in delivery.

The new format shifts away from academic synthesis and toward direct oral processing. Listen-and-repeat tasks require accurate perception and reproduction of spoken language, leaving no room for paraphrasing or reorganization. The short interview focuses on spontaneous, conversational responses rather than academic summaries. As a result, the speaking construct changes: less emphasis on note-taking and discourse structure, and more emphasis on pronunciation accuracy, listening precision, and short-term auditory memory. The test no longer mirrors university-style academic speaking and instead reflects controlled speech production and brief interactive communication.

Complete List of NEW TOEFL Speaking Question Types (With Examples)

Listen and Repeat

You listen to seven sentences within a scenario (academic or campus life setting). After each sentence, you repeat exactly what you heard. Sentences increase in length and complexity as you progress.

What It Measures:

• Your ability to become a parrot or a tape recorder

Format: You have 8-12 seconds to record your repetition of each sentence.

Scoring: 0-5 scale

• Score 5: Exact repetition, fully intelligible
• Score 4: Captures meaning but not exact (minor word changes, self-correction)
• Score 3: Essentially full but meaning not fully accurate (majority of content present)
• Score 2: Missing significant parts, highly inaccurate
• Score 1: Very little captured, largely unintelligible
• Score 0: No response, entirely unintelligible, no English, or unconnected to prompt

Remember:

• Don’t try to understand deeply – prioritize accurate reproduction
• If you miss a word, continue with what you remember
• Self-correction is acceptable if you complete the response
• Clear pronunciation matters more than perfect pronunciation

Practice Test 1 - Sentence 1

Scenario: You are learning to welcome visitors to the zoo. Listen to your manager and repeat what she says. Repeat only once.

Sentence 1: “We have a variety of wildlife.”

Explanation
Rhythm: Natural stress pattern (stress on “variety” and “wild-“)
Intonation: Appropriate declarative sentence pattern
Key pronunciation points: “variety” (və-RY-ə-tee), “wildlife” (WYLD-lyf)

Practice Test 1 - Sentence 2

Sentence 2: “Bears, wolves, and large cats are to the right.”

Explanation
List intonation: Slight rise after “bears” and “wolves,” fall on “cats”
Article use: Including “and” and the article usage correctly
Preposition accuracy: “to the right” not “on the right” or “at the right”

Common errors that would lower score
missing plural -s: “Bear, wolves, and large cats are to the right.”
missing “large”: “Bears, wolves, and cats are to…

Practice Test 1 - Sentence 3

Sentence 3: “You can find sea lions and elephants further down the path.”

Explanation
Phrasal expression: “further down the path” as a complete unit
Score 4 example: “You can find sea lions and elephants down the path” (missing “further” – minor omission that doesn’t substantially change meaning)
Score 3 example: “You can find sea animals further down” (substituting “sea animals” for “sea lions and elephants” – captures general meaning but not accurate)

Practice Test 1 - Sentence 4

Sentence 4: “Please, no outside food or drinks, and do not feed the animals.”

Explanation
This sentence contains two related instructions.

Prohibition 1: “no outside food or drinks”
Prohibition 2: “do not feed the animals”
Conjunction: “and” linking the two parts
Comma usage: While you can’t show commas in speech, the slight pause after “Please” and “drinks” affects natural delivery

Practice Test 1 - Sentence 5

Sentence 5: “Avoid banging or tapping on the displays and enclosures.”

Explanation
Gerund forms: “banging or tapping” (both -ing forms)
Parallel structure: “displays and enclosures” (two plural nouns)
Preposition: “on” (not “at” or “against”)
Vocabulary: “enclosures” (en-KLOH-zhərz)

Practice Test 1 - Sentence 6

Sentence 6: “For those with children, we offer summer camps and educational opportunities.”

Explanation
Score 4 example: “For those with children, we offer summer camps and educational programs” (substituting “programs” for “opportunities” – similar meaning but not exact)
Score 2 example: “For children, we offer summer camps” (missing “those with” and “educational opportunities” – significant content loss)

Practice Test 1 - Sentence 7

Sentence 7: “The visitor’s center, located near the front entrance, can give you more information.”

Explanation
This is the most complex sentence with an embedded clause.

Main clause: “The visitor’s center can give you more information”
Embedded description: “located near the front entrance” (interrupting the main clause)
Possessive: “visitor’s center” (singular possessive)
Pronunciation challenge: “entrance” (EN-trəns)

Score 3 example: “The visitor’s center near the front entrance can give you information” (missing “located” and “more” – structure present but some words missing)
Score 2 example: “The visitor’s center… can give you information” (long pause, missing entire embedded clause – fragmentary meaning)

Practice Test 2

Scenario: You are training for a new position at the campus bookstore. Listen to your supervisor and repeat what she says. Repeat only once.

Sentence 1: “Welcome to the campus bookstore.”
Sentence 2: “We sell textbooks, supplies, and university merchandise.”
Sentence 3: “Textbooks are organized by course number on the second floor.”
Sentence 4: “Students can rent textbooks for the semester at a reduced price.”
Sentence 5: “If you need help finding something, don’t hesitate to ask any staff member.”
Sentence 6: “The bookstore offers a price match guarantee on new textbooks if you find them cheaper elsewhere.”
Sentence 7: “Remember that all sales are final on discounted and clearance items unless they are defective.”

Practice Test 3

Scenario: You are learning how to give campus tours to prospective students. Listen to your coordinator and repeat what she says. Repeat only once.

Sentence 1: “This building houses our science laboratories.”
Sentence 2: “The library is open twenty-four hours during finals week.”
Sentence 3: “Students have access to state-of-the-art fitness facilities in the recreation center.”
Sentence 4: “Our dining halls serve a variety of options, including vegetarian and vegan meals.”
Sentence 5: “The university provides free tutoring services to help students succeed academically.”
Sentence 6: “Students can join over two hundred clubs and organizations based on their interests and goals.”
Sentence 7: “The career services office helps students prepare for internships and full-time positions through resume workshops and mock interviews.”

Take an Interview

You participate in a simulated conversation with a prerecorded interviewer about general or academic topics. You answer four questions, starting with factual/personal questions and progressing to opinion questions requiring elaboration and support.

What It Measures:

• Answering questions with appropriate, coherent elaboration
• Maintaining good conversational speaking pace
• Intelligible speech with effective rhythm and intonation
• Accurate use of vocabulary and grammatical structures

Time Limit: 45 seconds per question

Scoring: 0-5 scale

• Score 5: Fully successful (on-topic, well-elaborated, good pace, intelligible, accurate grammar/vocabulary)
• Score 4: Generally successful (on-topic, elaborated, good pace generally, mostly intelligible, adequate grammar/vocabulary)
• Score 3: Partially successful (generally on-topic, limited elaboration, choppy pace, intelligibility sometimes affected, limited grammar/vocabulary)
• Score 2: Mostly unsuccessful (minimally connected, little relevant elaboration, intelligibility limited, very limited range)
• Score 1: Unsuccessful (vaguely connected, mostly unintelligible, isolated words/phrases)
• Score 0: No response, entirely unintelligible, no English, or unconnected to prompt

Practice Test 1 - Interview Question 1

Question 1: “Thank you for speaking with me today. Now, I’d like you to think back to the last time you visited a city in your country—a city that you didn’t live in. Why did you travel to that city? What did you like about that city?”

Sample High-Level Response (Score 5):
“The last time I visited a city was… Delhi. I went there to, um, visit my friend who is living there. I, uh… I really liked the historical places, like… um, Red Fort and the Qutub Minar. There was a lot of, uh… cultural activities going on. The food was also—was amazing, especially the, um, street food. I enjoyed the busy atmosphere and, um, the way it mixes the old and the new buildings. I enjoyed the busy atmosphere and, um, the way it mixes the old and the new buildings.”

Explanation: This response scores highly because it

• Directly answers both parts: States city (Delhi), reason for visit (visit friend), and what was liked (historical places, food, atmosphere)
• Specific details: Names specific sites (Red Fort, Qutub Minar), mentions street food
• Good elaboration: Doesn’t just list – adds descriptions (“busy atmosphere,” “mixes old and new”)
• Natural conversational pace: Some hesitations (um, uh) are normal in speech and don’t impede understanding
• Mostly intelligible: Clear enough that a listener can easily understand
• Adequate grammar: Mostly correct structures; minor errors (“is living” could be “lives,” “There was a lot of cultural activities” should be “were”) don’t impede communication
• Appropriate length: Uses time well without rushing or leaving long silences

Practice Test 1 - Interview Question 2

Question 2: “Great. Cities affect people in different ways. Some people find cities dynamic and exciting. Others find that cities are overwhelming and drain them of energy. What kind of reaction do you have to cities? Why do you think you react in this way?”

Sample High-Level Response (Score 5):
“I usually feel, um… excited and kind of energized in cities. I think it’s because there’s always… always something happening, and, there’s so many people around. It makes me feel like… I’m part of a big community. Um, I also love the, uh… the variety of things to do and see. Sometimes it gets a bit, like, tiring… but overall, I like the, um… dynamic environment.”

Explanation: This response demonstrates score 5 characteristics.

• Clear personal position: “excited and energized”
• Explains reasoning: “there’s always something happening,” “variety of things,” “feel like part of a big community”
• Balanced perspective: Acknowledges it can be tiring but reaffirms overall positive view
• Good vocabulary: “energized,” “dynamic environment,” “variety”
• Coherent organization: States reaction → explains why → adds nuance
• Natural delivery: Conversational fillers don’t detract from message
• Responds to both parts: What reaction (energized) and why (community feeling, variety)

Practice Test 1 - Interview Question 3

Question 3: “OK. Next, I’d like to ask your opinion. Some people believe that those who live in cities lead more interesting lives. They would argue, for example, that people who live in cities have more access to professional opportunities and interesting leisure activities. Do you agree that people who live in cities lead more interesting lives? Why or why not?”

Sample High-Level Response (Score 5):
“I, uh… I agree that people in cities live more interesting lives. There’s more access to… professional opportunities and, um, fun activities. You can meet, like, many different kinds of people and… you learn a lot of new things. The city has… cultural events, nice restaurants, and, um, different kind of places to visit. I think… it makes the life more, uh, exciting.”

Explanation: This response scores well because

• Clear position: “I agree”
• Addresses specific points from question: References “professional opportunities” and activities
• Adds own reasoning: Meeting diverse people, learning new things
• Provides examples: Cultural events, restaurants, places to visit
• Maintains coherence: Logical flow from agreement → access to opportunities → examples → conclusion
• Minor grammatical issues acceptable: “different kind” (should be “kinds”), “the life” (should be “life”) don’t significantly impede meaning
• Good conversational English: Natural phrasing like “you can meet,” “I think”

Practice Test 1 - Interview Question 4

Question 4: “Good points. Let me ask you one final question. For some time now, researchers have been interested in whether green spaces, such as parks, make people who live in cities happier. Do you think that city governments should create more parks in urban areas to promote a general sense of happiness and life satisfaction? Why or why not?”

Sample High-Level Response (Score 5):
“Yeah, I think, um, city governments should really try to create more parks. Parks provide, like, green space where people can relax and, um, feel a bit more calm or happy? They’re also good for physical activities—like jogging or, uh, doing yoga—and for, um, meeting friends. In a busy city, it’s really helpful to have these quiet areas to kind of get away from the noise and stress. I think… yeah, it definitely helps improve people’s, uh, overall well-being and just makes the city better.”

Explanation: This response demonstrates the highest level because

• Clear position: “city governments should really try to create more parks”
• Multiple supporting reasons:
  Relaxation and mental health (“feel calm or happy”)
  Physical activities (specific examples: jogging, yoga)
  Social connection (“meeting friends”)
  Escape from urban stress (“get away from noise and stress”)
• Coherent organization: States position → lists benefits → explains importance in context → conclusion
• Good range of vocabulary: “well-being,” “physical activities,” “quiet areas”
• Appropriate conversational features: “Yeah,” “like,” “kind of” are natural in spoken English
• Strong conclusion: Reinforces position (“definitely helps”)
• Natural pace: No overly long pauses, good flow despite some fillers

Practice Test 2 - Interview Question 1

Question 1: “Thanks for joining me. Let’s start with your personal experience. What type of technology do you use most often for studying or learning? How does it help you?”

Sample High-Level Response (Score 5):
“I mostly use my laptop and smartphone for studying. The laptop is, uh, essential for writing papers and doing research online. I use it to access, um, online databases and library resources for my assignments. My smartphone is really helpful for, like, staying organized. I have apps for my schedule, reminders for deadlines, and I can quickly look up information when I’m not at my desk. Both devices help me stay connected with classmates too, through email and messaging apps.”

Explanation: Strong response because

• Specific devices identified: Laptop and smartphone
• Explains how each helps: Laptop for research/writing, phone for organization/quick access
• Concrete examples: Online databases, scheduling apps, communication tools
• Well-elaborated: Doesn’t just name technology but explains function
• Good organization: Discusses each device separately then adds shared benefit

Practice Test 2 - Interview Question 2

Question 2: “I see. Now, some students say that technology can be distracting when they’re trying to study. Have you experienced this? How do you deal with potential distractions from technology?”

Sample High-Level Response (Score 4-5):
“Yes, definitely. Technology can be very distracting, especially social media and, um, notifications from different apps. When I really need to focus, I usually put my phone in another room or turn on, like, ‘Do Not Disturb’ mode. For my computer, I try to close all tabs except what I need for studying. Sometimes I use website blockers that prevent me from accessing distracting sites for a set time period. It’s hard because, you know, the temptation is always there, but these strategies help me concentrate better.”

Explanation: This response shows

• Acknowledges the problem: “Yes, definitely”
• Specific challenges: Social media, notifications
• Multiple concrete strategies: Phone in another room, Do Not Disturb, closing tabs, website blockers
• Realistic perspective: “It’s hard… temptation is always there”
• Personal experience: “When I really need to focus, I usually…”
• Natural speech patterns: “you know,” “like” used appropriately

Practice Test 2 - Interview Question 3

Question 3: “That’s interesting. Let me ask your opinion on something. Some educators believe that traditional textbooks should be completely replaced by digital materials like e-books and online resources. Others think physical books are still important for learning. What’s your view on this issue?”

Sample High-Level Response (Score 5):
“I don’t think we should completely replace physical textbooks. While digital materials have advantages—they’re more portable, you can search for information quickly, and they’re often cheaper—I think physical books still have value. Personally, I retain information better when I read from a physical book. I can highlight, write notes in the margins, and it’s easier to flip back and forth between sections. Also, reading from a screen for long periods can cause eye strain. I think the best approach is to have both options available so students can choose what works best for their learning style.”

Explanation: Excellent response demonstrating

• Clear, nuanced position: Not complete replacement, but both options
• Acknowledges both sides: Recognizes digital advantages before defending physical books
• Personal reasoning: “I retain information better…”
• Multiple supporting points: Note-taking, navigation, health concerns
• Practical solution: “Best approach is to have both options”
• Sophisticated language: “retain information,” “learning style,” “eye strain”
• Well-organized: Digital benefits → physical benefits → balanced conclusion
• Appropriate length: Fully uses time without rushing

Practice Test 2 - Interview Question 4

Question 4: “Finally, looking ahead, what role do you think artificial intelligence, like AI tutoring systems or language learning apps, will play in education in the future? Do you think this is a positive development?”

Sample High-Level Response (Score 5):
“I think AI will play a significant role in education, and overall I see it as positive, but with some concerns. AI tutoring systems can provide personalized learning experiences because they can adapt to individual student’s pace and identify areas where they’re struggling. This is especially valuable in subjects like math or language learning where students need different amounts of practice. Also, AI can provide immediate feedback, which helps students learn from mistakes right away. However, I worry that too much reliance on AI might reduce human interaction, which is important for developing communication skills and critical thinking. Teachers bring empathy and understanding that AI can’t really replicate. So I think AI should supplement traditional education, not replace teachers entirely.”

Explanation: This is a score 5 response because it

• Complex, balanced position: Positive overall but with important caveats
• Specific AI applications: Tutoring systems, language apps, personalized learning, immediate feedback
• Multiple benefits explained: Adaptation to pace, identifying struggles, examples in math/language
• Thoughtful concerns: Reduced human interaction, need for empathy
• Sophisticated reasoning: Distinguishes what AI can and cannot do
• Clear recommendation: “Supplement, not replace”
• Advanced vocabulary: “significant role,” “personalized,” “empathy,” “replicate”
• Excellent organization: Benefits → concerns → balanced conclusion
• Appropriate academic tone: Suitable for research interview context

Complete List of NEW TOEFL Speaking Module Interviews

OLD TOEFL Speaking Task 2 Practice Tests [With Reading Passages & Audio Transcripts]

OLD TOEFL Speaking Task 3 Practice Tests [With Reading Passages & Audio Transcripts]

OLD TOEFL Speaking Task 4 Practice Tests [With Lectures & Audio Transcripts]

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